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Literacy In Junior Classes

Literacy In Junior Classes. We need to get creative and find ways to engage our struggling and achieving students in ways that provide intrinsic incentive , authentic feedback and the opportunity to read and express themselves in ways and on topics that interest them. Intrinsic incentive?.

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Literacy In Junior Classes

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  1. Literacy In Junior Classes

  2. We need to get creative and find ways to engage our strugglingandachieving students in ways that provide intrinsic incentive, authentic feedback and the opportunity to read and express themselves in ways and on topics that interest them.

  3. Intrinsic incentive? • Clearly purposeful. • For an audience. • That gets a result. • Where students experience success. • Where students take responsibility but get the support they need to get better. • Where students can see and measure their own progress and take responsibility for reflecting on that and reporting to parents. Key competencies

  4. Authentic feedback? Have you thought about? • Response. • Genuine reader reaction. • Critique and comment from a wide variety of readers. • Continued interaction. • Continued effort to improve.

  5. Opportunity to read and express themselves in ways and on topics that interest them?

  6. Keynote PowerPoint • Intrinsic Incentive • Clearly purposeful. • For an audience. • That gets a result. • Where students experience success. • Where students take responsibility but get the support they need to get better. • Where students can see and measure their own progress and take responsibility for reflecting on that and reporting to parents. • Authentic Feedback • Response. • Genuine reader reaction. • Critique and comment from a wide variety of readers. • Continued interaction. Adding in Writing Other than with pen and pencil Illustration Word Processing Comic Life Wikis Blogging Email

  7. No typing up for publishing X Processor Or Publisher Type it direct and process

  8. Neat and tidy - no need to rewrite after editing. Word Processing

  9. Can be illustrated with student pictures or photos.

  10. Can be collaborative - 2 or more at the computer.

  11. Can be emailed to friends and family or put on the web for others to read.

  12. Built in spelling and grammar checker.

  13. Reviewing toolbar makes editing visible and fun.

  14. Can be printed for teacher conferencing and traditional display or storage - pasted into books if need be.

  15. Slow Typing Available online at http://juniorclasses.wikispaces.com/Resources

  16. Illustration • Not clipart! All students can create better pictures if this is scaffolded for them. • The drawing helps to fuel the writing. • Not the main event so make it speedy. • Using the tools of today - embed photos, videos, sound files etc to bring the writing alive for the reader.

  17. Illustration

  18. Keynote PowerPoint • Intrinsic Incentive • Clearly purposeful. • For an audience. • That gets a result. • Where students experience success. • Where students take responsibility but get the support they need to get better. • Where students can see and measure their own progress and take responsibility for reflecting on that and reporting to parents. • Authentic Feedback • Response. • Genuine reader reaction. • Critique and comment from a wide variety of readers. • Continued interaction. • More motivating - students don’t really feel as though they are writing. • Can be saved as a movie and embedded on a webpage, blog or wiki. • Creates opportunity for audience - can be used as e-books for reading in the classroom or beyond. • Provides opportunities for pick a path style writing. • Can be an individual story or storyboarded and worked on by several groups of children working independently and then stitched together for completion.

  19. Hangi Day By Taylor, Kelsi and Laura in Room 1 Horsham Downs School

  20. Two men began to dig a hole out in our soccer field. They piled the dirt around the sides. The dirt was very, very soft. The pit they dug was made deep enough to put in hot irons and two metal baskets. They were digging a pit for our hangi.

  21. A fire was laid beside the pit. When they stacked the wood, they criss-crossed it. The steel hangi irons were on top of the stack of wood. The stack was taller than ME. The day was wet and we saw a wonderful rainbow.

  22. The fire was lit and flames flew up into the air. The fire burned for about two hours. As the flames died down, the men dragged the hot irons out of the glowing embers and heaved them into the pit.

  23. Two baskets full of food were carefully put on top of the hot irons. A clean wet sheet was laid over the top, then dripping wet sacks. The men shovelled dirt over the sacks and let the hangi steam away.

  24. Two and a half hours later, they shovelled off the dirt and took out the yummy Hangi food. The wet sacks were carefully peeled off. Hot steam poured out of the baskets as they carried them to the long serving tables. Mmmmmmmmmm.

  25. The mothers and the teachers served the food to all the hungry children. The Hangi smelt delicious.

  26. We ate our plate of yummy Hangi food by the new playground. We had potato, pumpkin, stuffing and chicken. I ate all of my food. I loved my plate of Hangi. It was nutritious and delicious.

  27. The cunning fox was out hunting at night in the moonlight. He came to farmer Brown’s home paddock, and snuck down to the henhouse. The chickens were all asleep in the roost. The fox patiently dug his way into the henhouse with thoughts of chicken dinner in mind. BUT . . just as he opened the door to the roost . . . NB. Action buttons can be found in the slideshow menu of PowerPoint and the Hyperlink Inspector in Keynote

  28. The light went on in the farm kitchen. The back door burst open and Farmer Brown came running down the paddock. He had his shot gun in his hand and he looked like he had roast fox in mind.

  29. The cunning fox was out hunting at night in the moonlight. He came to farmer Brown’s home paddock, and snuck down to the henhouse. The chickens were all asleep in the roost. The fox patiently dug his way into the henhouse with thoughts of chicken dinner in mind. BUT . . just as he opened the door to the roost . . .

  30. The chicken on the far roost began clucking and squawking and heaving. All of a sudden out from under her feathers appeared . . .

  31. a golden egg. The egg cracked open and a trail of smoke shot out from the shell. Out of the smoke appeared a genie with an angry look on his face. “Oh greedy fox,” he growled. “What are you doing in Farmer Brown’s henhouse? I do believe you have come to steal a chicken. But today is not your lucky day, for instead of stealing a chicken, you are going to become one. And from this day forward, you will live in constant fear of greedy foxes!” There was another great puff of smoke, and where the fox had prepared to pounce, sat a very small and feeble chicken.

  32. The chicken on the far roost began clucking and squawking and heaving. All of a sudden out from under her feathers appeared . . .

  33. a golden egg. The egg cracked open and a trail of smoke shot out from the shell. Out of the smoke appeared a genie. “Greetings master fox,” said the genie. “Your wish is my command. What would you have me do for you tonight? “Aha genie” grinned the fox. “I would like you to carry me back to my den and lay out a feast for Mrs Fox and all our little children.” “Your wish is my command,” bowed the genie, and before you could count to ten the fox was back in his den seated at a banquet with his wife and the three baby foxes. “Life is looking up,” said Mrs Fox. “Now we will live happily ever after.” And they did.

  34. Intrinsic Incentive • Clearly purposeful. • For an audience. • That gets a result. • Where students experience success. • Where students take responsibility but get the support they need to get better. • Where students can see and measure their own progress and take responsibility for reflecting on that and reporting to parents. • Authentic Feedback • Response. • Genuine reader reaction. • Critique and comment from a wide variety of readers. • Continued interaction. Comic Life Bulk licence deal contact Innes Kennard at innesk@werc.ac.nz

  35. Several pages can be put together on PowerPoint or Keynote to make an e-book comic.

  36. Blogging • Intrinsic Incentive • Clearly purposeful. • For an audience. • That gets a result. • Where students experience success. • Where students take responsibility but get the support they need to get better. • Where students can see and measure their own progress and take responsibility for reflecting on that and reporting to parents. • Authentic Feedback • Response. • Genuine reader reaction. • Critique and comment from a wide variety of readers. • Continued interaction. http://moturoa.blogspot.com

  37. Blogging (A reading and writing activity)

  38. Intrinsic Incentive • Clearly purposeful. • For an audience. • That gets a result. • Where students experience success. • Where students take responsibility but get the support they need to get better. • Where students can see and measure their own progress and take responsibility for reflecting on that and reporting to parents. • Authentic Feedback • Response. • Genuine reader reaction. • Critique and comment from a wide variety of readers. • Continued interaction. Wikis and websites

  39. Websites for Publishing http://www.kids-space.org/ www.kidpub.com

  40. Building capability, raising achievement For more information about engaging in some CORE Achieve development at your school, visit Web: http://www.core-ed.org/services/achieve Email: achieve@core-ed.org Phone: (03) 348 6627 Or contact: Jill Hammonds, CORE Education Ltd Jill.hammonds@core-ed.org Ph 021 344 253

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